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APPLICATION OF AUDIO VISUAL AIDS IN TEACHING BIOLOGY IN SENIOR SECONDARY SCHOOLS
ABSTRACT
The aim of this study is to find out application of audio visual aids in teaching biology in senior secondary schools
. Chapter one is the introduction; chapter two reviews the literature; chapter three is the methodology; chapter four is the analyses while chapter five is the summary, conclusion, recommendation and implication of the study. The study will be guided by four research questions. Survey design will be used. A portion of the entire population will serve as the sample size. The instrument of the study will be adopted to get the sample size. The instrument of the study will be questionnaire. It will be face validated. A reliability exercise will be carried out whereby the questionnaire will be given to ten teachers from another local government Area for the first time; after two weeks they will be given the same questionnaire items to respond to. Their responses in the first and second times will be analyzed using Pearson product moment correlation co-efficient. Any result from 0.50 and above that is realized shows that the instrument is reliable. The research questions will be answered using mean scores. The analyses will be presented in tables and statements of inter-presentation will be made after each of the tables. Findings will be made. There will be recommendation and implications for the study. Finally, suggestions for further studies will be equally made.
TABLE OF CONTENTS
Title Page
Approval Page
Dedication
Acknowledgement
Certification
List of Tables
Table of Contents
Abstract
CHAPTER ONE:
Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Significance of the Study
1.5 The Scope of Study
1.6 Research Questions
1.7 Research Hypotheses
CHAPTER TWO:
Literature Review
Theoretical Perspective
2.1 The Nature of Biology
2.2 The Concept of Audio-visual materials
2.3 The Importance and Functions of Audio-Visual Materials
2.4 The Place of Biology in Junior Secondary Schools in Nigeria.
The Empirical Studies
2.5 The Extent of Differences of Teachers in the Use of Audio-Visual Aids.
Summary of Related Literature
CHAPTER THREE:
Research Methodology
3.1 Research Design
3.2 Area of Study
3.3 Population of the Study
3.4 Sample and Sampling Technique
3.5 Instrument for Data
3.6 Validation of the Instrument
3.7 Reliability of the Instrument
3.8 Method for Data Collection
3.9 Method of Data Analysis
CHAPTER FOUR:
Data Analysis and Result
4.1 Result Research Analysis
4.2 The t-test Analysis for Hypothesis
4.3 Summary of Findings
CHAPTER FIVE:
Discussion, Conclusion, Implication and Recommendation
5.1 Discussion of the Finding
5.2 Conclusion
5.3 Implications
5.4 Recommendation
5.5 Suggestions for Further Research
Bibliography
Appendices
CHAPTER ONE
INRODUCTION
Education in every country needs to be a high-priority situation, including new changes and ideals to its process. The disposition to acquire and add technology to it, it is necessary to encourage teachers and students to have better contact with this technology, to reinforce, practice and increase knowledge in different areas.
English became an important area in educative programs and promises to be a helpful tool for this generation, even though; it is not possible to admit an impact in the Biology teaching learning process yet, nowadays taken as a second Language. Teaching and learning English has faced changes in methodologies as well as in techniques, with the advances of technology.
Besides, it is necessary to introduce in the classroom not only blackboard as visual resource, but also other audio-visual resources, to obtain the efficient development of the basic Linguistic macro-abilities of the Biology.
Audio-visual aids use, supports a good knowledge in the different subjects, but they also face some barriers to continue their introduction in this process.
With the curricular instability with educative intention progress, the first training programs adopted in the year of 1916 that were simple listings of teaching tips, which changed in the years of 1924, undergoing changes until 1968. These educative programs gave teachers guide of “what” and “how” to teach. In 1968 educative reform, the audio-visual aids use with the introduction of the project of Educative Television (T.V.E.) using in that time modern massive means of communication at education service. Taking a great and heightened relevance of audio-visual aids in the different subjects teaching, mostly English.
Managers of national education worked in the projects elaboration and performance, plans and training programs for teaching Biology that help teachers to implement the teaching of English as subject in the Level of education. Present times demand capacities and knowledge of dealing with the target language, which increases opportunities, possibilities of learning and communicate skills, to become more competitive in professional work and multicultural in our relationships with people from different countries around the world. Biology deserves a special attention because it is worldwide spread, allowing to extend the capacity to access to people, to generate knowledge, groups or institutions that use it, independently of their cultural background with Audio-visual resources aids, contents can be adapted to develop in students important macro abilities of teaching-learning and practice of it.
The audio-visual resources help in great way teachers to obtain students relationship with the process of teaching and learning and to develop the projected objectives, including activities to allow a great joint with the English.
STATEMENT OF THE PROBLEM
The term language may refer to the concert act of speaking in a given situation David (1985: 173). The primary objective of language learning is to acquire the ability to communicate with others in foreign language in order to help the learners to communicate in English, teachers have to create situations that could resemble as much as possible the natural contexts in which the language is used Bavaro (1989:33).
Audio – visual aids are methods of communicating with people. There are a variety of audio – visual aids which can be used Internet (1999: 1). In teaching, audio–visual aids are well established and their usefulness needs no defence; yet teachers of English are not utilizing the audio–visual materials designed to bridge the gap between the classroom teaching and real life situations. They may neglect the role that these material play in classroom situation. Hence, this study tries to identify effect of visual aids on learning Biology.
AIMS OF THE STUDY
The study aims at:
Finding out the efficiency of audio-visual aids in developing students’ ability in learning Biology.
RESEARCH QUESTIONS
- Does the application of audiovisual aids have a significant impact on the teaching of Biology in senior secondary schools?
- Is there a relationship between the application of audiovisual aids and student performance in Biology?
HYPOTHESIS OF THE STUDY
It is hypothesized that:
1. There is no significant difference in using audio-visual aids between the achievements mean scores of the experimental group on one hand and control group, on the other hand.
2. There is no significant difference between the achievement mean scores of the control group in the pre-test on one hand and post-test on other hand.
3. There is no significant difference between the achievement mean scores of the experimental group in the pre-test on one hand and post-test on other hand.
LIMITATIONS OF THE STUDY
This study is limited to the investigation of the effect of using audio- visual aids on learning technical Biology in senior secondary schools in Igbo Eze north local government area.
DEFINITION OF TERMS
Application: An application is a program, or group of programs, that is designed for the end users.
Audiovisual: Designed to aid in learning or teaching by making use of both hearing and sight.
Aids: Help or support (someone or something) in the achievement of something.
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